Picture Dictionaries – 5C

Do you know what an Ostler is? How about a French cocked-hat or a love-knot?

5C had a chance to apply the computer research skills they learnt earlier in the year today, as they sought to unpick the meaning of some of the vocabulary from Alfred Noyes’ The Highwayman for our English unit.

After finding unfamiliar words in the poem, we used online dictionaries and search engines to find pictures and definitions which we then put into our own picture dictionaries.

Can you find the meaning of the following words?

torrent moor casement bonny red-coats tawny stirrups

We are Cryptographers

5C began a new unit of work for Computing today in which we will be learning to program secret message encryption software in Scratch.

Linking with our topic ‘The Roman Invasion’, we began by looking at how ancient civilisations might have sent messages quickly and efficiently over long distances, and using semaphore, had a go at sending and receiving our own messages.

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Fire Safety Posters

This term in computing we have been building a range of skills. We have learned how to log on to the computer (and the importance of keeping passwords and usernames to ourselves).  Then we learned how to create a document using publisher. We practised lots of skills including adding a text box, changing the font, inserting a picture and saving a document.

As during this half term we also had a visit from the Fire Brigade we combined our new skills with what we learned from the fire brigade to make fire safety posters. You can see them here:

 

We are Architects

5C completed there Computing work this week and were are able show off some fantastic 3D art galleries. Using the 3D design programme, Sketch Up, the class put together structures, designed their own furniture and sculptures and added some art to the walls.

1SJ Bee Bots

We’ve been having a brilliant time learning how to programme bee bots.
On the first day, we were robots and gave each other directions. We used half and quarter turns, left and right, forwards and backwards, and how many steps.
On the second day, we investigated the bee bots. We worked out how to programme them, how far they travel, the maximum number of instructions they can follow and we made them go around objects, and in squares and rectangles.
After that, we used them on bee bot mats and programmed them to go to specific squares.
Finally, we used the mats and wrote the code before programming the bee bots.

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